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FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
Mixtures and Solutions
Journal
Name Always follow the safety procedures outlined by your teacher. Never put any materials in your mouth. Do not taste any chemical unless your teacher specifically tells you to. Do not smell any unknown material. If your teacher asks you to smell a material, wave a hand over the material to draw the scent toward your nose. Avoid touching your face, mouth, ears, or eyes while working with chemicals, plants, or animals. Do not mix unknown chemicals just to see what might happen. Always wash your hands immediately after using chemicals.
Clean up spills immediately.
Clean up your work space after each investigation. Be careful when using sharp or pointed tools. Always make sure that you protect your eyes and those of your neighbors. Report all accidents, even small ones, to your teacher. Follow directions and ask questions if you're unsure of what to do.
Behave responsibly during science investigations.
Page 2
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
Investigation 1: Separating Mixtures
No. 2 - Student Sheet
PART 2. Add 50 ml of water (one full syringe) to each cup. Stir and observe.
Write your
observations here.
Gravel and water
Powder and water
Salt and waterPART 1. Prepare three cups. Put one level spoon (5-ml spoon) of each solid material in
its cup. Observe the three solid materials. Fill in the property chart below.
SEPARATING MIXTURES
PART 3. Separate all three mixtures with filters. a. Place a screen over an empty, labeled cup. b. Stir the mixture thoroughly. c. Pour the mixture through the screen filter. d. If the screen filter doesn"t separate the mixture, repeat the process with a filter paper. Were you able to separate the mixtures? Record your results.
Filter paperScreen
Gravel
Powder
Salt Color Salt (sodium chloride)
Particle sizeTextureParticle shapeOther
Gravel
Powder
(diatomaceous earth)
Page 3
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
1. What is a mixture? Give some examples.
2. What is a solution? Give some examples.
3. Is salt and water a mixture? A solution? Is it both a mixture and
a solution?
4. How do you know when a solid and a liquid form a solution?
5. How can mixtures be separated?
6. How are screen filters and paper filters alike? How are they differ
ent?
THINKING ABOUT MIXTURES
Investigation 1: Separating Mixtures
No. 3 - Student Sheet
Page 4
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
2. Make a solution with one level spoon of salt and 50 ml of water.
3. Carefully weigh the solution. Record its mass on line 1 in the box below.
How could you separate the salt from the water in the solution?1. Weigh 50 ml of water. Record its mass on line 2 in the box below.
1. Mass of salt-and-water solution g
3. Mass of salt g
2. Mass of 50 ml of water g
MAKING A SOLUTION
Gram piecesWater
4. Calculate the number of grams of salt you put in the water to make the s
olution, by subtracting to find the difference.Gram pieces
Solution
Investigation 1: Separating Mixtures
No. 4 - Student Sheet
Page 5
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
Investigation 1: Separating Mixtures
No. 5 - Student Sheet
RESPONSE SHEET - SEPARATING MIXTURES
Kim wrote in his journal,
A solution is not a mixture, it is just a solution. Is he confused? How would you explain mixtures and solutions to Kim?
Page 6
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
SEPARATING A DRY MIXTURE
Challenge: Design a method to separate a mixture of gravel, salt, and powder.
PART 1. Prepare the solid mixture.
a. Label a plastic cup "dry mixture." b. Put one 5-ml spoon of salt in the cup. c. Put one 5-ml spoon of gravel in the cup. d. Put one 5-ml spoon of powder in the cup. e. Stir the mixture with a stick. PART 2. Describe your plan for separating the mixture so that the salt is in one cup, the gravel is in a second cup, and the powder is in a third cup. PART 3. Summarize the results of your plan. Describe how you might improve your separation.
Investigation 1: Separating Mixtures
No. 7 - Student Sheet
Page 7
"Mixtures and Solutions"
Pages 1-6
You are going to read an article about mixtures and solutions. This article will help you be able to describe various mixtures and solutions and ways you can separate them. You will also learn about elements and the periodic table. After you read the article, please answer the following questions using complete sentences.
1. What are some examples of mixt
ures (give at least 5 examples)? _______________________ ______ ______ ______ ______
2. How can mixtures be separated (list all three ways)? _________________________________
______ ______ ______
3. What is an element?___________________________________________________________
______ ______ ______
4. What are some examples of solutions (give at least four examples)? _____________________
______ ______ ______
Page 17
5. How is a solution different from a mixture? ________________________________________
______ ______ ______
6. When salt dissolves in water, which is the solute? ___________________________________
______ ______
7. When salt dissolves in water, which is the solvent? __________________________________
______ ______
8. When liquid detergent dissolves in water, which is the solvent? ________________________
______ ______
9. When liquid detergent dissolves in water, which is the solute? _________________________
______ ______
10. What is a good way to separate solu
tes such as salt from solutions? ____________________ ______ ______
11. What name do we give the tiniest piece of an element? ______________________________
______ ______
12. What is each element made of? _________________________________________________
______ ______
Page 18
13. How many elements are found naturally on Earth?__________________________________
______
14. Name 4 elements.____________________________________________________________
______ ______ ______ THE FIRST 30 ELEMENTS: Look at the sidebar on page 3 and answer the following questions using complete sentences.
1. What is the lightest atom on the list?______________________________________________
______
2. What is the heaviest atom on the list? _____________________________________________
______
3. Is aluminum heavier or lighter than titanium?_______________________________________
______
4. Is iron heavier or lighter than titanium?____________________________________________
______
5. Is iron heavier or lighter than aluminum? __________________________________________
______
6. The air we breathe is mostly a mixture of oxygen and nitrogen. The amount of nitrogen in the
air is four times greater than the amount of oxygen. Which of these two elements is the lighter? ______ ______
7. Argon, neon, oxygen, fluorine, nitrogen, chlorine, and helium are all gaseous elements. Put
these seven gases in order from lightest to heaviest. ______ ______ ______
Page 19
8. Iron, aluminum, nickel, titanium, chromium, copper, zinc, and cobalt are all metal elements.
Put these eight metals in order from lightest to heaviest. ______ ______ ______
9. How many atoms does one drop of water contain?___________________________________
______ ______ ______
10. How long would it take to count the numbe
r of atoms in one letter on this page? ______ ______ ______ ______ ______
11. What element was used to fill the blimp on page 4? _________________________________
______ ______
Page 20
"A Salty Story"
Pages 7-10
You are going to read an article about the historical importance of salt to humans and the development of a salt industry. After you read the article, please answer the following questions using complete sentences
1. Why was salt important to people? _______________________________________________
______ ______
2. Name two ways salt is obtained. _________________________________________________
______ ______
3. Salt is made up of what two elements? ____________________________________________
______ ______
4. Who found a way to separate the elements in salt?___________________________________
______ ______
5. In what ways is salt used today (give at least 3 examples)? ____________________________
______ ______ ______
6. What do scientists call a substance that is made up of more than one element?_____________
______
7. How are chlorine and sodium used today? _________________________________________
______ ______ ______
Page 21
SALT AND FOLKLORE: Read the sidebar on page 10 and answer the following questions using complete sentences
1. What does superstition mean (look it up in the dictionary)?____________________________
______ ______
2. How would you know if a statement is true or a superstition? __________________________
______ ______ SALT TO THE RESCUE: Read the sidebar on page 8 and answer the following questions using complete sentences
1. What is a goiter? _____________________________________________________________
______ ______
2. What element helps cure goiters? ________________________________________________
______ ______
3. Who suggested that iodine could be added to salt?___________________________________
______ ______
4. Why does the World Health Organization hope to use iodized salt? _____________________
______ ______ ______
Page 22
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
MATH EXTENSION - PROBLEM OF THE WEEK
INVESTIGATION 1: SEPARATING MIXTURES
Problem of the Week
No. 20 - Student Sheet
Andy had a box of animal crackers. He counted them out and found 20 coo kies:
7 elephants
6 tigers
5 monkeys
2 zebras
If Andy put all the animal crackers back into the box and took one out w ithout looking, what is the probability of his choosing a. an elephant? b. a tiger? c. a monkey? d. a zebra? Does the sum of the probabilities a, b, c, and d equal 1?
Page 23
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date
HOME/SCHOOL CONNECTION
INVESTIGATION 1: SEPARATING MIXTURES
Home/School Connection
No. 24 - Student Sheet
Materials
Make a mixture known as oobleck. You will need
1Mixing bowl
1Spoon
1Measuring cup
Cornstarch
Water
1. Put about a cup of cornstarch in the mixing bowl.
2.Slowly add water to make a mixture, stirring as you go.
3. When the starch is all wet, it will turn into oobleck.
Explore the properties of oobleck.
Is it a solid or a liquid?
What happens when you place solids, like coins or spoons, on the surface What happens when you try to push your hand gently into the oobleck? Wh en you tryto push your hand hard and fast into the oobleck? Pick up a handful of oobleck. Can you hold it? Can you cut a ribbon of oobleck with scissors? What happens to the properties of oobleck when you change the amounts of the twoingredients in the mixture? More water? More cornstarch? NOTE: If you want to keep oobleck to work with it another day, store it in a covered container in the refrigerator.
Page 24
FOSS Mixtures and Solutions Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Name Date Steps for determining the amount of solid material required to saturate 50 ml of water.
1. Put a filter paper in the funnel.
Sprinkle it with water.
2. Place the labeled cup under the funnel.
3. Pour the saturated solution from the
bottle into the wet filter.
4. Place the saturated solution on one side
of the balance and 50 ml of water on the other side.
5. Add gram masses to the water until it balances.
The amount of mass added to the water is equal
to the mass of the solid material dissolved in the saturated solution.
6. Record the results in your journal.
SATURATING A SOLUTION
50 ml of water
and gram piecesSaturatedsolution
Investigation 2: Reaching Saturation
No. 8 - Student Sheet
quotesdbs_dbs17.pdfusesText_23
[PDF] Investigation 3 - Madeira City Schools